DOMAIN 1: PLANNING AND PREPARATION 1a: Knowledge of Content and Pedagogy 1b: Knowledge of Students 1c: Selecting Instructional Goals 1d: Knowledge of Resources 1e: Designing Coherent Instruction 1f: Assessing Student Learning Teacher displays little understanding of the subject or structures of the discipline, or of content-related pedagogy Teacher makes little or no attempt to acquire knowledge of student s backgrounds, skills, or interests, and does not use such information in planning. Teacher s goals represent trivial learning and are unsuitable for students, or are stated only as instructional activities, and they do not permit viable methods of assessment. Teacher is unaware of school or district resources available either for teaching or for students who need them. The various elements of the instructional design do not support the stated instructional goals or engage students in meaningful learning, and the lesson or unit has no defined structure. Teacher s approach to assessing student learning contains no clear criteria or standards, and lacks congruence with the instructional goals. Teacher has no plans to use assessment results in designing future instruction. Teacher s content and pedagogical knowledge represents basic understanding but does not extend to connections or to possible student misconceptions Teacher demonstrates partial knowledge of student s backgrounds, skills, and interests, and attempts to use this knowledge in planning for the class as a whole. Teacher goals are of moderate value or suitability for students in the class, consisting of a combination of goals and activities, some of which permit viable methods of assessment. Teacher displays limited knowledge of school or district resources available for teaching or for the students who need them. Some of the elements of the instructional design supports the stated instructional goals and engage students in meaningful learning, while others do not. Teacher s lesson or unit has a recognizable structure. Teacher s plan for student assessment is partially aligned with the instructional goals and includes criteria and standards that are not entirely clear or understood by students. Teacher uses the assessment to plan for future instruction for the class as a whole. Teacher demonstrates solid understanding of the content and its prerequisite relationships and connections with other disciplines. Teacher s instructional practice reflects current pedagogical knowledge. Teacher demonstrates thorough knowledge of student s backgrounds, skills, and interests, and uses this knowledge to plan for groups of students. Teacher s goals represent valuable learning and are suitable for most students in the class; they reflect opportunities for integration and permit viable methods for assessment. Teacher is fully aware of school and district resources available for teaching, and knows how to gain access to school and district resources for students who need them. Most of the elements of the instructional design supports the stated instructional goals and engage students in meaningful learning, and the lesson or unit has a clearly defined structure. Teacher s plan for student assessment is aligned with the instructional goals at least nominally, with clear criteria and standards that have been communicated to the students. Teacher uses the assessment to plan for future instruction for groups of students or individuals. Teacher s knowledge of content and pedagogy are extensive, showing evidence of a continuing search for improved practice. Teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes of student misunderstanding. Teacher demonstrates thorough knowledge of student s backgrounds, skills, and interests, and uses this knowledge to plan for individual student learning. Teacher goals reflect high-level learning relating to curriculum frameworks and standards; they are adapted, where necessary, to the needs of individual students, and permit viable methods of assessment. Teacher seeks out resources for teaching in professional organizations and in the community, and is aware of resources available for students who need them, in the school, the district, and the larger community. All of the elements of the instructional design supports the stated instructional goals, engage students in meaningful learning, and show evidence of student input. Teacher s lesson or unit is highly coherent and has a clear structure Teacher s plan for student assessment is fully aligned with the instructional goals, containing clear assessment criteria and standards are not only understood by students but also show evidence of student participation in their development. Teacher s students monitor their own progress in achieving the goals.
DOMAIN 2: CLASSROOM ENVIRONMENT 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing Physical Space Classroom interactions, both Classroom interactions are generally Classroom interactions reflect Classroom interactions are highly between the teacher and students appropriate and free from conflict but general warmth and caring, and are respectful, reflecting genuine and among students are negative may be characterized by occasional respectful of the cultural and warmth and caring toward or inappropriate and displays of insensitivity. developmental differences among individuals. Students themselves characterized by sarcasm, putdowns, groups of students. ensure maintenance of high levels or conflict. of civility among members of the The classroom does not represent a culture for learning and is characterized by low teacher commitment to the subject, low expectations for student achievement, and little student pride in work. Classroom routines and procedures are either nonexistent or inefficient, resulting in the loss of much instructional time. Student behavior is poor, with no clear expectations, no monitoring of student behavior, and inappropriate response to student misbehavior. Teacher makes poor use of the physical environment, resulting in unsafe or inaccessible conditions for some students or a serious mismatch between the furniture arrangement and the lesson activities. The classroom environment reflects only a minimal culture for learning, with only modest or inconsistent expectations for student achievement, little teacher commitment to the subject, and little student pride in work. Both teacher and student are performing at the minimal level to get by. Classroom routines and procedures have been established but function unevenly or inconsistently, with some loss of instructional time. Teacher makes an effort to establish standards of conduct for students, monitor student behavior, and respond to student misbehavior, but these efforts are not always successful. Teacher s classroom is safe, and essential learning is accessible to all students, but the furniture arrangement only partially supports the learning activities. The classroom environment represents a genuine culture for learning, with commitment to the subject on the part of both the teacher and students, high expectations for student achievement, and student pride in work. Classroom routines and procedures have been established and function smoothly for the most part, with little loss of instructional time. Teacher is aware of student misbehavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful to the students. Teacher s classroom is safe, and learning is accessible to all students, teacher uses physical resources well and ensures that the arrangement of the furniture supports the learning activities. class. Students assume much of the responsibility for establishing a culture for learning in the classroom by taking pride in their work, initiating improvements to their products, and holding the work to the highest standard. Teacher demonstrates a passionate commitment to the subject. Classroom routines and procedures are seamless in their operation, and students assume considerable responsibility for their smooth functioning. Student behavior is entirely appropriate, with evidence of student participation in setting expectations and monitoring behavior. Teacher s monitoring of student behavior is subtle and preventive, and teacher s response to student misbehavior is sensitive to individual student needs. Teacher s classroom is safe, and students contribute to ensuring that the physical environment supports the learning of all students.
DOMAIN 3: INSTRUCTION 3a: Communicating Clearly and Accurately 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Providing Feedback to Students 3e: Flexibility and Responsiveness Teacher s oral and written Teacher s oral and written Teacher communicates clearly and Teacher s oral and written communication contains errors communication contains no errors, accurately to students, both orally communication is clear and or is unclear or inappropriate to but may not be completely and in writing. expressive, anticipating possible students. appropriate or may require further student misconceptions. Teacher makes poor use of questioning and discussion techniques, with low-level questions, limited student participation, and little true discussion. Students are not at all intellectually engaged in significant learning, as a result of inappropriate activities or materials, poor representations of content, or lack of lesson structure. of poor quality and is not given in a timely manner. Teacher adheres to the instruction plan in spite of evidence of poor student understanding or student s lack of interest, and fails to respond to students questions; teacher assumes no responsibility for students failure to understand. explanations to avoid confusion. Teacher s use of questioning techniques is uneven, with some high-level questions, attempts at true discussions, and moderate student participation. Students are intellectually engaged only partially, resulting from activities or materials of uneven quality, inconsistent representations of content, or uneven structure or pacing. uneven, and its timeliness is inconsistent. Teacher demonstrates moderate flexibility and responsiveness to students needs and interests during a lesson, and seeks to ensure the success of all students. Teacher s use of questioning and discussion techniques reflects highlevel questions, true discussion, and full participation by all students. Students are intellectually engaged throughout the lesson, with appropriate activities and materials, instructive representations of content, and suitable structure and pacing of the lesson. timely and of consistently high quality. Teacher seeks ways to ensure successful learning for all students, making adjustments as needed to instruction plans and responding to student interests and questions. Students formulate many of the high-level questions and assume responsibility for the participation of all students in the discussion. Students are highly engaged throughout the lesson and make material contributions to the representation of content, the activities, and the materials. The structure and pacing of the lesson allow for student reflection and closure. timely and of consistently high quality, and students make use of the feedback in their learning. Teacher is highly responsive to students interests and questions, making major lesson adjustments if necessary, and persists in ensuring the success of all students.
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4a Reflecting On Teaching Teacher does not reflect Teacher s reflection on the lesson is Teacher reflects accurately on the Teacher s reflection on the lesson accurately on the lesson or generally accurate, and teacher lesson, citing general characteristics is highly accurate perceptive citing propose ideas as to how it might makes global suggestions as to how it and makes some specific suggestions specific examples. Teacher draws be improved. might be improved. about how it might be improved. on an extensive repertoire to suggest alternative strategies. 4b: Maintaining Accurate Records 4c Communicating with Families 4d Contributing to School and District 4e Growing and Developing Professionally 4f: Showing Professionalism Teacher has no system for maintaining accurate records, resulting in errors and confusion Teacher provides little or no information to families and makes no attempt to engage them in the instruction program Teacher s relationships with colleagues are negative or selfserving and teacher avoids being involved in school and district projects. Teacher does not participate in professional development activities, even when such activities are clearly needed for the development of teachings skills. Teacher s sense of professionalism is low, and teacher contributes to practices that are self-serving or harmful to students. Teacher s system for maintaining accurate records is rudimentary and only partially effective. Teacher complies with school procedures for communicating with families and makes an effort to engage families in the instruction program Teachers, relationships with colleagues are cordial and teacher participates in school and district events and projects. Teacher s participation in professional development activities is limited to those that are convenient. Teacher s attempts to serve students based on the best information are genuine but inconsistent. Teacher s system for maintaining records is efficient and effective. Teacher communicates frequently with families and successfully engages them in the instruction program. Teacher participates actively in school and district projects, and maintains positive relationships with colleagues. Teacher participates actively in professional development activities and contributes to the profession. Teacher makes genuine and successful efforts to ensure that all students are well served by the school Teacher s system for maintaining accurate records is efficient and effective, and students contribute to its maintenance. Teacher communicates frequently and sensitively with families and successfully engages them in the instruction program; students participate in communicating with families Teacher makes substantial contribution to school and district events and projects, assuming leadership with colleagues Teacher makes a substantial contribution to the profession through such activities as action research and mentoring new teachers, and actively pursues professional development. Teacher assumes a leadership position in ensuring that school practices and procedures ensure that all students particularly those traditionally underserved, are honored in the school.
USD #444 Form 1 Evaluation Summary Sheet Domain 1: Domain 2: Domain 3: Domain 4:
USD #444 Form 2 Suggestions for Future Practice Domain 1: Planning and Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities